Scaling Inclusive Early Learning with Deaf Children: Kickoff in Rwanda

Millions of deaf children across Africa face significant barriers to accessing quality education. Without inclusive learning environments, many are excluded from foundational education, leaving them with limited opportunities for personal development and social integration. Early childhood care and education (ECCE) programs often lack the resources, trained teachers, and accessible materials needed to support deaf learners. Parents and caregivers, too, face challenges in creating supportive environments at home due to limited awareness and skills in sign language. This exclusion not only limits the potential of deaf children but perpetuates cycles of inequality and social isolation.

At the Scaling Inclusive Early Learning with Deaf Children: Kickoff in Rwanda event, stakeholders from the OpenDevEd, Royal Dutch Kentalis and Busara Center for Behavioral Economics, as well as other stakeholders from the Rwanda Education Board (REB) and the National Child Development Agency (NCDA) came together to launch a groundbreaking project designed to tackle these challenges head-on. Supported by the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX)—a joint endeavor with the International Development Research Centre, Canada—this 33-month initiative called Scaling Inclusive ECCE and School Readiness through Sign Language Rich Environments for Deaf Learners spans Rwanda, Kenya, and Malawi. Its aim is to create and scale sign-language-rich environments in schools and homes, addressing the unique needs of deaf learners and their families. By targeting ECCE and lower primary levels, the project seeks to enhance deaf children’s linguistic and socio-emotional development, increase ECCE enrollment, and improve school readiness. 

Speaking at the launch, Frodouard Tuyishimire, Program Manager at the National Child Development Agency (NCDA), expressed optimism about the project’s potential: “We are happy that this project is starting. Through consultations with eKitabu, we aim to ensure that this initiative contributes to government objectives and supports deaf children, leaving no one behind. This research will give us insights that align with government opportunities and advance the goals of NCDA, REB and the Ministry of Education (MINEDUC).”

The project builds on the success of a two-year pilot in Kenya, which demonstrated the transformative power of inclusive education. Deaf children in sign-language-rich environments showed remarkable improvements in communication skills, confidence, and learning outcomes. The project employs five key pillars: integrating deaf teachers fluent in sign language, providing accessible teaching materials, training teachers to better support deaf learners, conducting impact assessments, and actively engaging parents and communities. These approaches empower not only educators but also families, fostering holistic support for deaf learners both at school and at home. 

Credit: eKitabu 

“By creating a sign language-inclusive environment, we are not just teaching deaf children, but also transforming the entire educational landscape, ensuring that every learner, regardless of ability, has the tools they need to succeed.” Umutoni Marie, Project lead.

As the project scales across Rwanda, Kenya, and Malawi, it seeks to address critical questions: How can ECCE environments be contextualized to fit different cultural and systemic realities? What strategies ensure effective, equitable, and cost-efficient scaling? What policy changes and systemic investments are necessary for sustainability?

Eugene Fixer Ngoga, representing the Director General of the Rwanda Education Board (REB), closed the meeting with a powerful call to action: “The Government of Rwanda is pleased to see initiatives like this contributing to the betterment of education for deaf children. However, we recognize that significant work must be done to achieve truly inclusive education for all Rwandan children. We call upon more stakeholders to join this effort and build upon the progress already made.” 

The Scaling Inclusive ECCE and School Readiness for Deaf Learners project is not just about addressing the immediate needs of deaf learners; it’s about creating a long-term, systemic shift toward inclusivity.  By scaling proven solutions and fostering collaboration, this project is a powerful step toward a future where every child, regardless of ability, can thrive.